— THE  


Gherman  System  of  Physical  Education, 


A Paper  Read  by 


WILLIAM  A.  STECHER, 

Secretary  of  the  Technical  Committee  of  the  North  American  Turner  bund. 


AT  THE 


SEVENTH  ANNUAL  MEETING 


OF  THE 


AMERICAN  ASSOCIATION  FOR  THE 
ADVANCEMENT  OF  PHYSICAL  EDUCATION 


HELD  AT 


PHILADELPHIA,  Pa., 


Apkil,  7,  8 find  9,  1892. 


Milwaukee,  Wis. : FRE1DENKER  PUBLISHING  CO.,  4-70  K.  Water  St. 


= THE 


Gherman  System  of  Physical  Education. 


A Paper  Read  by 

WILLIAM  A.  STECHER, 

Secretary  of  the  Technical  Committee  of  the  Nvrih  American  Tumerbund. 

AT  THE 

SEVENTH  ANNUAL  MEETING 


OF  THE 

AMERIGAN  ASSOCIATION  FOR  THE 
ADVANCEMENT  OF  PHYSICAL  EDUCATION, 

HELD  AT 

PHILADELPHIA,  Pa., 


April,  7,  8 and  9,  1892. 


/ 


0&  1 
ifzn 


The  German  System  of  Physical  Education. 


America  is  gradually  awakening  to  the  fact  that  education  in  its 
highest  acceptance  is  more  than  a mere  training  of  the  mental  facul- 
ties, yes,  that  the  development  and  education  of  the  body  is  of  primary 
importance,  because  it  enables  us  to  bring  the  mind  to  its  highest  state 
of  excellence. 

With  this  awakening,  there  comes  also  the  desire  to  possess  a 
means  of  physical  training  that  will  answer  all  the  requirements  of  our 
school  system,  and  which  is  adapted  to  the  needs  and  peculiarities  of 
our  own  country.  » 

The  result  is  that  a number  of  systems  of  physical  training  are 
offered  to  the  public.  Of  all  those  offered  , but  two  deserve  the  name 
of  a system,  namely,  the  Swedish  and  the  German.  The  others  either 
do  not  offer  enough  for  all  the  conditions  of  our  schools,  or  are  but 
apologies  for  a system  of  physical  development,  or  lastly,  are  poor 
imitations  of  parts  of  the  German  System. 

A few  cities  in  the  East  having  adopted  the  Swedish  or  Ling  Sys- 
tem during  the  last  years,  this  system  has  suddenly  gained  a prominence 
that  seems  astonishing  to  a body  of  men  whose  life-work  it  has  been  to 
give  to  their  scholars,  in  the  form  of  gymnastics,  the  very  best  results 
that  have  been  attained  by  a body  of  thousands  of  experienced  and  en- 
thusiastic teachers,  mainly  in  Germany,  but  also  in  all  other  civilized 
countries  of  the  world.  It  seems  strange  to  them  that  a conflict  that 
was  fought  to  a finish  some  thirty  years  ago,  to  establish  the  precedence 
of  the  Swedish  or  German  System,  and  in  which  the  most  prominent 
men  of  the  time,  many  of  whom  are  still  living  and  who  have  a world- 
wide reputation,  took  an  active  part,  should  again  be  resumed  in 
America. 

The  conflict  lasted  a number  of  years,  and  a short  account  of  the 
case  and  the  statements  of  the  most  prominent  combatants  will  greatly 


4 


The  German  System  of  Physical  Education. 


help  us  to  see  our  way  more  clearly,  and  aid  in  choosing  a system  that 
will  be  of  the  greatest  use  to  us. 

The  beginnings  of  German  gymnastics  are  the  result  of  much  earn- 
est thought  and  work  of  the  best  educators  of  the  latter  part  of  the  last 
century.  The  first  attempt  to  introduce  into  a school  something  that 
answered  our  idea  of  physical  training  was  made  by  Johann  Bernhard 
Basedow,  who  in  the  year  1774,  after  traveling  extensively  all  over 
Europe,  in  his  school  at  Dessau,  called  the  “Philantropin,”  introduced 
such  forms  of  bodily  exercises  as  Swimming,  Ball  Games,  Bowling, 
Riding,  Marching,  Dancing,  Running,  besides  Carpentry  and  Wood- 
turning.  He  strove  to  carry  Rousseau’s  views  into  effect,  namely,  “to 
manage  it  so  that  the  training  of  the  mind  and  body  shall  serve  to  as- 
sist each  other.”  He  tried  to  strengthen  the  body,  so  that  it  could  bet- 
ter carry  out  the  dictates  of  the  will. 

At  Schnepfenthal,  near  Gotha,  Salzmann,  a former  teacher  at  the 
“Philantropin,”  in  the  year  1784,  enlarged  upon  the  exercises  brought 
from  his  former  position. 

It  was  Johann  F.  C.  Guts  Muths,  a teacher  at  Schnepfenthal,  who, 
in  1785,  became  teacher  of  gymnastics  there,  and  who  first  arranged  the 
exercises  then  used  into  the  beginnings  of  our  present  system.  “All 
that  I found  out  from  ancient  usages”  says  he,  “from  the  historical  re- 
mains of  earlier  and  later  antiquity,  all  that  reflection  and  sometimes 
chances  offered  to  us,  was  brought  forward  for  the  sake  of  amusing  ex- 
periments. Thus  the  chief  exercises  increased,  and  thus,  after  experi- 
menting seven  years,  originated  the  first  edition  of  my  ‘Gymnastics  for 
the  Young,’  1792  ; my  first  attempt  to  call  attention  to  a subject  that 
had  been  quite  forgotten.  ” This  was  the  first  manual  of  gymnastics 
published  in  modern  times.  Guts  Muths  says  of  “Gymnastics,”  that 
it  is  “work  in  the  garb  of  youthful  pleasure  and  merriment,”  and  later 
on  he  again  defines  it  as  “ a system  of  exercises  having  bodily  perfec- 
tion for  their  aid.” 

Let  us  here  state  that  the  German  system  of  to-da}^  is  based  upon 
a wise  mingling  of  both  quotations. 

In  1795,  Anton  Vieth,  of  Dessau,  published  his  “Encylopaedia  of 
Bodily  Exercises.” 

In  1799,  Nachtegall,  a follower  of  Guts  Muths,  established  a pri- 
vate gymnasium  in  Copenhagen,  and  it  was  here  that  Ling,  the  founder 


The  German  System  of  Physical  Education. 


of  Swedish  gymnastics,  had  his  first  lesson  in  gymnastics.  During  this 
time  Ling  also  learned  the  art  of  fencing  from  a few  French  refugees. 

Gymnastics,  however,  made  no  rapid  strides  for  universal  recogni- 
tion in  Germany  until  the  time  of  Friedrich  Ludwig  Jahn,  Dr.  Phil., 
son  of  a preacher,  born  in  Lanz,  in  1778,  who  first  made  gymnastics 
popular. 

After  attending  various  universities,  in  1809,  he  became  a teacher 
in  Berlin,  in  the  “Gymnasium  zum  grauen  Kloster.”  In  1811,  we  find 
him  as  the  leader  of  many  patriotic  young  men,  opening  the  first  out- 
door gymnasium  on  the  Hasenhaide,  then  just  outside  of  Berlin.  It 
was  here  that  in  connection  with  strengthening  their  bodies  he,  by  his 
speech  and  writings,  inflamed  the  hearts  of  his  scholars  to  the  highest 
patriotism. 

Thanks  to  the  spirit  emanating  from  him  — gymnastic  societies  — 
Turnvereine — sprung  up  all  over  Germany.  In  connection  with  Eise- 
]en,  Friesen  and  many  other  devoted  followers,  he  arranged  his  system 
of  gymnastics,  and  published  it  in  1816,  under  the  name  of  “Turn- 
kunst”  — The  art  of  gymnastics. 

From  now  on,  bodily  exercises  were  gradually  introduced  into  the 
schools,  and  into  the  German  army.  Gymnastics  for  the  schools,  how- 
ever, did  not  receive  the  form  it  has  at  present,  until  the  “founder  of 
modern  school  gymnastics,”  Adolf  Spiess,  in  the  year  1840,  published 
his  “Gymnastics”  in  Burgdorf,  and  in  1846,  his  “Manual for  Schools.” 
He  emphatically  demanded  that  gymnastics  as  a whole — not  only  calis- 
thenics— should  form  an  integral  part  of  the  curriculum  of  every  school. 
At  the  same  time  he  was  the  first  to  show  how  this  could  be  done  — by 
substituting  class-work  under  the  personal  direction  of  the  teacher,  in 
place  of  the  squad-work  under  leaders. 

During  this  time  we  find  the  Ling  system  of  gymnastics  progressing 
also.  The  movements  that  he  used  in  his  system  were  first  practiced  in 
Stockholm,  in  1813,  “as  a remedy  for  certain  diseases.” 

In  1815,  the  Royal  Gymnastic  Institute  was  founded  at  Stock- 
holm, and  remained  under  Ling’s  supervision  until  the  time  of  his 
death  in  1839.  This  institute  distinguished  between  medical  and  edu- 
cational gymnastics.  After  his  death,  Ling’s  system  was  adopted  ac- 
cording to  the  directions  he  gave  while  on  his  death  bed.  'The  claim 
made  for  his  system  is,  “that  he  never  introduced  a movement,  the 


6 


The  German  System  of  Physical  Education. 


physiological  effects  of  which  he  could  not  demonstrate,  and  in  his 
selection  of  exercises,  those  which  did  not  exactly  produce  the  effect 
he  desired,  were  discarded — however  classical  or  beautiful  in  appear- 
ance— in  favor  of  such  movements  as  he  found  to  be  absolutely  essential 
in  producing  a harmonious  development  of  the  body.” 

In  the  year  1848,  Major  Rothstein,  a scholar  of  Ling,  succeeded 
H.  F.  Massmann,  as  director  of  the  “Royal  Central  Gymnasium  of 
Berlin” — a normal  school,  under  the  direction  of  the  Prussian  govern- 
ment, for  educating  teachers  of  gymnastics  for  the  schools  and  the 
army.  Rothstein  introduced  Swedish  gymnastics,  and  published  a 
periodical,  ‘'The  Atheneum,”  in  the  interest  of  the  same.  In  the 
course  of  his  work  he  attacked  the  German  system,  and  especially  its 
nse  of  the  parallel  bars.  The  latter  he  claimed,  being  positively  in- 
jurious as  a gymnastic  apparatus,  according  to  the  views  and  teachings 
of  the  Ling  system.  He  had  the  bars  (not  only  parallel,  but  also 
horizontal)  abolished  from  his  institute.  The  result  created  quite  a 
discussion,  and  the  authorities  of  Prussia  installed  a commission  of  two 
physicians  to  report  upon  the  question  at  issue.  This  commission  re- 
ported in  favor  of  the  abolishment,  and  the  result  was  a conflict  which 
lasted  for  years,  during  which  gymnastics  were  brought  into  the  fore- 
ground as  never  before,  since  the  time  of  the  Greeks.  All  the  noted 
anatomists  and  physiologists  of  Germany  took  an  active  part.  Stand- 
ing foremost  in  the  fight  was  Prof.  Bois-Reymond,  Prof,  of  Physiology 
of  the  Berlin  University,  who  to-day  stands  among  the  highest  authori- 
ties in  his  line.  He  not  onty  inquired  into  the  advisability  of  keeping 
the  parallel  bars  in  a gymnasium,  but  at  the  same  time  made  a study  of 
the  claims  of  the  Swedish  system.  The  time  is  too  short  to  quote  from 
other  essays  of  his,  or  his  cotemporaries.  I therefore  use  only  parts 
of  his  essays  “About  exercises  on  the  parallel  bars  and  the  so-called 
rational  gymnastics.”  Berlin,  Georg  Reiner,  1862.  “The  point  to  be 
ascertained”  says  he,  “is:  Does  exercising  a single  muscle  or  group 
of  muscles  bring  about  a quick  and  sure,  or  even  a desired  degree  of 
physical  development  ?”  (The  term  “physical  development”  is  here 
used  in  opposition  to  “muscular  development”).  With  the  negation 
of  the  above,  the  whole  system  of  the  Swedish  Gymnastics  falls  to  the 
ground.  Answering  the  question  on  the  affirmative  would  necessitate  a 
comparison  between  the  two  systems  as  to  which  is  the  better.  • “As 


The  German  System  of  Physical  Education. 


7 


far  as  I know,”  says  he,  “I  am  the  first  to  attempt  to  answer  this 
question  from  a physiological  standpoint.  Seriously  no  one  will  try  to 
prove  the  claims  of  the  Ling  system.  Only  one  half- educated,  one  who 
does  not  see  the  arbitrary  construction,  and  whom  a hollow  symbolism, 
a dry  schematism,  a pedantic  terminology,  and  a few  anatomical  and 
physiological  crumbs  seem  deep  science,  'and  who  does  not  see  the 
errors,  will  be  impressed  by  Ling’s  works.”* 

It  requires  much  self-command  from  any  one  who  knows  what 
science  demands,  to  hunt  through  those  works  for  such  valuable  infor- 
mation as  one  can  expect  to  find  from  a well-meaning,  but  puzzled 
enthusiast  as  Ling  was,  whose  life  was  given  to  a noble  work.  A 
physiological  answer  to  the  first  question  cannot  be  gotten  out  of  his 
ivorks. 

Referring  to  the  works  of  Major  Rothstein  on  the  Ling  system,  f 
Prof.  Du  Bois-Reymond  says,  “The  kernel  of  his  books  is  the  hollow 
restricted,  inflexible  system  of  Ling,  and  around  that  small  head  he 
has  constructed  a wig  of  enormous  dimensions,  made  up  of  material  of 
all  kinds,  with  the  express  purpose  of  hiding  the  thread-bareness  of  the 
system.”  The  anatomical  physiological  exercursions  to  which  he  invites 
his  readers  are  worthless.  His  treatises  on  anatomy  are  extracts  from 
the  small  compendium  of  Wilson  and  Holstein.  In  his  treatises  on 
physiology,  the  author  sizes  up  old  views  and  ideas  with  the  results  of 
modern  discoveries  in  a manner  which  discloses  the  perfect  incapacity 
to  give  a scientific  decision  often  found  in  laymen,  who  think  that  for  a 
certain  purpose  they  can  easily  master  and  oversee  any  complicated 
territory.  Again  asking  myself,  if,  in  the  works  of  Major  Rothstein,  I 
find  any  physiological  answer  to  the  first  question,  I must  say  that  I 
find  no  other  answer  than  the  citing  of  the  old  Greek  Platon  and  Ling, 
as  a proof  of  his  assertions — that  bodily  exercises  are  much  better,  if 
they  be  simple;  but  that  the  German  system  is  to  be  rejected  upon 
physiological,  ethical  and  aesthetical  reasons.  And  let  me  state  here, 
that  in  all  the  literature  concerning  this  subject,  I have  never  found  an 
answer  to  the  question.  Dr.  Langenbeck,  in  his  answer  to  the  Prussian 
Minister,  speaking  of  his  investigations,  says,  “That  by  the  isolated 

• * ‘P.  H.  Ling’s  Schriften  ueber  die  Lelbesuebungen.  ” Translated  from  the  Swedish 
by  Massmann,  Magdeburg,  1847.  > 

t “Die  Gymnastic  nach  dom  Systeme  des  Schwodischen  Gymnasiarchen  P.  H.  Ling,” 
Berlin,  1*47-]*.™. 


8 


The  German  System  of  Physical  Education. 


exercising  of  single  muscles  and  groups  of  muscles,  a boy  becomes 
conscious  of  the  means  at  his  disposal  for  rendering  combined  move- 
ments.” “Let  me  here  correct  the  error/’  says  Du  Bois-Reymond, 
“that  at  our  will  we  can  contract  a single  muscle. Knowing  the 
position  of  every  muscle  in  the  body  does  not  change  this  fact.  It  is 
a rule,  that  even  the  simplest  movements  are  brought  about  by  a set  of 
muscles  acting  in  like  manner.  A system  like  the  Swedish,  that  wishes 
to  develop  the  body  by  separately  exercising  all  its  muscles  or  groups 
of  muscles,  seems  sensible  enough.  But  a close  inspection  shows  that 
on  the  one  hand  it  does  too  much,  and  on  the  other  not  enough.  It  does 
too  much,  because  it  is  not  absolutely  necessary  to  cultivate  each  set  of 
muscles  separately,  in  order  to  strengthen  the  body.  A large  machine, 
like  the  human  body,  cannot  do  a great  amount  of  work  along  any  one 
line,  without  bringing  into  play  many  groups,  or  perhaps,  all  the 
muscles  of  the  body,  although  not  all  precisely  at  the  same  time.  How 
many  muscles  will  remain  inactive  while  executing  a pole  vault  ? A 
suitable  rotation  of  exercises  of  this  kind  offers  us  the  means  to  evade 
the  weariness  that  exercising  each  group  of  muscles  separately  must 
naturally  bring  w,ith  it.  On  the  other  hand,  a system  of  this  kind  does 
too  little,  because,  bodily  perfection  means  more  than  merely  bringing 
every  muscle  to  the  highest  point  of  development.  I can  conceive  of  a 
man  having  the  development  of  a Farnesian  Hercules,  who,  never-the- 
less,  cannot  be  able  to  stand  or  walk,  to  say  nothing  of  being  able  to 
execute  complicated  movements.  The  natural  use  of  our  bodies  de- 
pends as  much  upon  the  correct  co-ordination  as  upon  the  strength  of 
our  groups  of  muscles.  In  all  complicated  exercises  the  senses  of  sight 
and  feeling,  and  also  the  will-power  must  ever  be  ready  to  act  im- 
mediately. All  bodily  exercises,  as  swimming,  dancing,  fencing,  ball 
playing  and  the  like,  depend  upon  a judicious  co-ordination  of  the  semi- 
conscious impressions  and  end  expressions  of  the  will.  Such  being  the 
case,  these  sciences  are  as  well  exercises  for  the  nervous  as  for  the 
muscular  system.  Having  over-looked  this  second  side  of  every  good 
system  of  physical  training  is  an  unpardonable  error  of  the  Ling  system , 
which,  when  viewed  from  a physiological  stand-point,  renders  it  useless. 
9 

* N.  B.— We  can  move  a single  muscle,  for  instance,  the  biceps  and  brachii  and  the 
vastus  inter ntis.  The  seeming-exceptions  only  prove  the  rule,  that  our  will  can  bring  about 
movements,  but  cannot  exert  an  influence  upon  a muscle  as  such.  These  movements  are' 
singly  a change  of  position  of  the  belly  of  these  muscles. 


The  German  System  of  Physical  Education. 


9 


A bpdy  educated  according  to  this  system  will  always  remain  an  aggre- 
gate of  strongly  developed  muscles,  but  nothing  more.  Enough,  we 
see,  by  looking  at  the  foundation  of  the  system,  that  it  is  just  the  re- 
verse of  rational,  it  is  mainly  irrational. 

Now,  for  the  third,  not  less  grave,  error  of  the  Ling  system, 
which  shows  this  Gymnasiarch  as  a poor  pedagogue.  Dr.  Langenbeck, 
in  his  answer  to  the  Prussian  Minister  shows  the  pitiful  psychlogical 
foundation  of  this  system  as  openly  as  any  opponent  thereof  has  ever 
’ done.  “Swedish  gymnastics,”  he  says,  “in  its  pure  form,  cannot  be 
solely  recommended  for  the  physical  education  of  the  youth.  For  weak 
children,  it  is  too  fatiguing;  for  older,  too  monotonous.”  Even  a 
boy  wants  to  do  something  with  his  strength.  By  this  system  his  in- 
creasing strength  is  never  brought  to  his  consciousness,  because  he 
cannot  be  led  to  see  the  use  of  the  various  movements  and  positions. 
Swedish  gymnastics  undoubtedly  answers  as  a means  to  strengthen  and 
develop  the  muscles,  but  it  has  not  the  property  to  give  to  a boy  the 
consciousness  of  his  bodilv  force,  to  'strengthen  his  courage,  or  to  bring 
about  that  bodily  activity,  which  is  so  necessary  in  our  lives.  “What 
may  I add  to  this,”  says  Du  Bois  Reymond,  “except  that  only  sick 
persons  will  willingly  subject  themselves,  upon  command  of  their 
physicians,  to  the  horrible  tediousness  of  the  so-called  rational 
gymne  sties.” 

Major  Rothstein,  in  his  works,  tells  us  that  the  Swedish  move- 
ments “are  shosen  upon  grounds  of  theoretical  principles  of  the  highest 
order:  that  an  inner  relation  to  moral  reality,  or  to  the  idea  of  man 
can  be  discovered  therein.”  “The  sameness  of  nature  and  soul  come 
to  reality  in  a human  being”  is  brought  forward,  where  all  that  is 
wanted,  is  to  give  a boy  red  cheeks  and  healthy  limbs.  Anatomy  and 
physiology  are  summoned  as  aids.  “I  have  had  years  of  experience  in 
a gymnasium,”  says  Du  Bois  Reymond,  “and,  as  a physiologist,  I 
have  mainly  studied  the  laws  of  dynamics  ; but,  should  any  one  ask 
me  to  sift  the  exercises  of  the  parallel  bars  scientific-critically  upon  a 
physiological  basis,  I would  be  in  no  small  embarrassment.  To  tell 
the  truth,  a simple  vault  over  the  bars  would  necessitate  a very  compli- 
cated and  tedious  examination  by  an  expert  in  anatomy,  and  one  of 
even  greater  skill  in  analytical  dymanics.  - And  what  would  the  in- 


10  The  German  System  of  Physical  Education. 

vestigation  amount  to  ? To  knowledge  of  questionable  value.  I have 
often  exercised  with  renowned  anatomists  and  physiologists,  and  I can- 
not recall  a single  instance  where  we  could  have  made  fruitful  use  of 
our  theoretical  knowledge  in  explaining  the  exercises  in  which  we  were 
rivaling  to  excel. 

How  strangely  does  all  this  weight  placed  upon  the  anatomical  and 
physiological  deviation  of  all  their  exercises,  claimed  by  the  Swedes, 
contrast  with  the  results  achieved  by  the  old  Greek  gymnasts,  who  knew 
absolutely  nothing  of  the  sciences?” 

But  enough  of  these  extracts.  To  bring  the  controversy,  which 
had  been  carried  on  over  a period  of  more  than  ten  years,  to  an  end, 
the  Prussian  Government  again  appointed  a commission  to  report  upon 
the  parallel  bar  question.  This  commission  was  composed  of  doctors 
Lenert,  Casper,  Juengken,  Horn,  Houselle,  Martin,  Frerichs  and  Vir- 
chow. After  thoroughly  reviewing  the  question  from  all  sides,  they 
reported  (“Central-blatt  fuer  die  gesammte  Unterrichtsverwaltung  in 
Preussen,”  1863),  that  from  a medical  standpoint,  parallel  bar  exer- 
cises are  to  be  recommended,  not  forbidden.” 

The  result  was  an  order  from  the  minister  to  the  director  of  the 
Central  Institute  setting  forth,  that  the  scholars  of  said  Normal  school 
be  hereafter  instructed  in  the  use  of  the  parallel  and  horizontal  bars. 

That  was  the  end  of  Swedish  gymnastics  in  Berlin.  Even  with  the 
official  backing  of  the  government  it  could  not  be  upheld.  Shortly  after 
that  Major  Rothstein  resigned,  and  the  German  system  found  itself  re- 
instated in  the  Normal  school  of  the  capital  of  Prussia. 

Since  that  time,  this  system  has  continually  been  improved  by  the 
experience  gained  from  practical  work — “Grau  ist  alle  Theorie,”  says 
Goethe  ; therefore,  it  has  ever  been  our  aim  to  put  all  theories  to  a prac- 
tical test  before  adopting  them.  Do  not  for  a moment  think  that  be- 
cause we  have  an  abundance  of  exercises  we  take  every  possible  move- 
ment into  our  system.  Far  from  it.  This  abundance  is  brought  about 
because  our  system  is  all-embracing.  We  distinguish  between  gymnas- 
tics for  the  school,  for  the  army,  for  associations  of  adults,  and  for  the 
sick.  Each  branch  is  again  sub-divided  to  meet  all  the  needs  of  each 
case. 

The  German  system  may  be  divided  into  six  large  groups  or  classes 
of  exercises,  namely : 


The  German  Ststem  of  Physical  Education. 


11 


1st.  Tactics — embracing  marching  in  all  its  forms,  from  a simple 
turn  to  all  the  complicated  forms  of  a Reigen  or  evolution. 

2d.  Calisthenics  — embracing  four  exercises ; short  and  long 
Wands,  Dumb-bells,  Rings  and  Clubs. 

3d.  Fancy  steps  (mainly  for  girls)  — embracing  all  the  move- 
ments from  a simple  gallop  to  the  most  complicated  forms  executed  by 
expert  dancers. 

4th.  Apparatus  Work  on  the  Horizontal  Bar,  Parallel  Bars,  long 
and  side  Horse,  Buck,  Rings,  Ladders,  Poles,  Ropes,  Round  Swing, 
See  Saw,  Balance  Boards,  Swinging  Boards,  Pulley  Weights,  Storming 
Boards  and  Vaulting  Table. 

5th.  Popular  Gymnastics — as  high,  far  and  deep  Jumping,  Hop, 
Step  and  Jump,  Running,  Hopping,  Putting  the  Shot  or  a Stone, 
Throwing  the  Javelin  and  Discus,  Lifting  and  Putting  up  Iron  Weights 
and  Stones,  Pole  Vaulting,  Swimming,  Skating,  Fencing,  Boxing,  Wrest- 
ling and  Shooting. 

6th.  Games  and  Plays,  the  enumeration  of  which  would  take  too 
long.  Let  it  suffice  that  Guts  Muths  published  our  first  book  of  games, 
in  1793.  Let  me  state  here  again,  that  because  our  system  is  all-em- 
bracing, we  have  so  many  kinds  of  exercises  at  our  command.  This  by 
no  means  implies  that  we  use  all  of  them  in  every  branch  of  gymnas- 
tics. I will  here  speak  only  of  exercises  for  schools  and  associations. 
These  exercises  have  been  divided  and  arranged  firstly,  into  movements 
suitable  for  males  and  females,  and  again  into  such  for  children  and 
adults. 

The  exercises  for  children  have  again  been  divided  into  six  to  eight 
grades,  as  the  case  may  be,  so  that  they  correspond  with  the  number  of 
school  years  of  the  common  and  grammar  schools. 

The  exercises  of  each  grade  have  been  selected  carefully  and  ar- 
ranged for  the  class  or  special  teachers.  This  has  not  only  been  done 
in  the  case  of  the  calisthenics,  but  also  for  the  tactics,  fancy  steps,  ap- 
paratus work  and  games. 

The  results  of  the  experience  of  thousands  of  teachers  have  been 
used  to  determine  exactly  what  can  be  done  by  this  or  that  grade,  what 
is  more  interesting  and  beneficial  for  this  or  that  sex  and  so  on.  All 
these  divisions  have  been  made,  keeping  the  pedagogical  rule  plainly 
in  view,  that  every  grade  must  have  exercises  that  distinctly  belong  to 


12  The  German  System  of  Physical  Education. 

it,  and  that  new  movements  are  built  up,  Upon  what  scholars  have 
learned  before. 

There  is  no  other  system  in  existance  that  has  so  carefully  pre- 
pared and  built  up  its  work  for  all  classes,  from  the  tots  of  the  kinder- 
garten along  through  all  forms  of  budding  man  or  womanhood,  to  those 
forms  of  exercises  that  we  still  have  our  old  gray  haired  men  perform- 
ing. 

But  what  our  system  needs,  and  that  has  stood  in  its  way  here  in 
America,  is  competent  teachers ; men  and  woman  who  have  made  the 
study  of  gymnastics  the  aim  of  their  lives.  We  do  not  believe  that  this 
science  can  be  acquired  any  easier  than  every  other.  To  be  successful 
in  our  work,  a teacher  must  from  the  very  beginning  have  the  qualities 
of  a pedagogue  in  him.  Then  he  must  master  the  whole  field  of  gym- 
nastics with  its  auxiliary  sciences.  He  must  know  his  work  by  having 
gone  through  it  practically,  for  no  theory  will  help  him  teach  something 
that  he  never  has  done  personally.  He  must  be  able  to  adapt  his  exer- 
cises to  the  condition  and  needs  of  his  class.  Weather,  age,  sex,  the 
surroundings  and  so  on  must  all  be  taken  into  consideration  by  him. 
I cannot  state  the  spirit  and  tendency  of  our  system  better  than  by 
citing  Jahn,  who  so  clearly  and  beautifully  says:  “Gymnastics  must  be 
practiced  in  accordance  with  the  spirit  of  the  age,  and  must  be  adapted 
to  the  needs  of  Heaven,  Earth,  Country  and  Race.” 

And  so  it  has  been.  German  Gymnastics  present  quite  a different 
aspect  in  America  to-day,  than  it  did  40  years  ago.  It  has  ceased  to 
be  distinctly  German,  and  is  gradually  coming  to  be  the  American  sys- 
tem. 

During  the  last  year  some  of  our  most  prominent  educators  have 
taken  a stand  against  all  systematic  bodily  exercises,  claiming  that  this 
offers  no  recreation  to  scholars  after  much  brain  work.  The  point 
made,  is  that  brain  work  and  systematic  exercises  both  exercise  the 
high  nerve  centers,  and  that  systematic  physical  exercises  instead  of  re- 
lieving these  centers,  again  brings  work  to  them.  I acknowledge  the 
point  as  being  made  when  one  thinks  of  the  exefcises  as  conducted  un- 
der some  systems,  or  by  teachers  who  are  not  specially  trained  for  such 
work.  But  this  statement  does  not  hold  true  in  all  cases.  It  is  one  of 
those  theories  that  are  not  upheld  by  practical  experience.  Almost 
daily  experience  has  taught  us  that  one  cannot  offer  to  a class  that  is 


The  German  System  of  Physical  Education. 


13 


dulled  by  an  excess  of  mental  work  any  better  recreation,  than  venti- 
lating, the  room,  having  the  scholars  rise  and  giving  them  a few  lively 
exercises  that  send  their  blood  coursing  through  thetr  veins  and  brighten 
their  dull  eyes.  Yes ! you  may  even  use  music  to  help  to  do  this.  Let 
me  assure  you  that  this  very  same  class  of  children  will  do  better  men- 
tal work  after  five  minutes  given  to  such  exercise,  than  they  did  imme- 
diately before.  Only  do  not,  in  cases  of  this  kind,  give  your  scholars 
a set  of  exercises  arranged  ostensively  according  to  the  laws  of  anatomy 
and  physiology,  for  if  you  do,  they  will  surely  break  out  in  open  revolt 
against  such  usage  as  soon  as  these  exercises  have  lost  the  attraction  of 
novelty. 

Allow  me  here  to  offer  the  experience  of  the  gymnastic  societies 
“Turnvereine”  of  the  United  States,  many  of  whom  have  been  in  ex- 
istance  since  1848  to  ’50.  Every  society  has  its  gymnasium  for  children 
and  adults.  The  scholars  enter  these  gymnastic  schools  of  their  own 
free  will.  The  class-hours  for  children  are  directly  after  they  have  been 
dismissed  from  the  public  schools,  the  men  come  in  the  evening.  The 
ladies  usually  early  in  the  afternoon. 

These  schools  have  an  attendance  of  over  40,000.  The  majority 
are  naturally  German- Americans,  but  I am  glad  to  be  able  to  state  that 
the  number  of  Anglo-Americans  is  increasing  yearly. 

I now  ask,  how  could  we  keep  this  yearly  increasing  mass  of  scho- 
lars, if  our  system  did  not  offer  them  something  not  found  in  others  ? 
Is  it  to  be  supposed,  that,  if  the  moment  they  left  their  brainwork  in 
the  schools  come  to  our  gymnasia,  and  we,  by  our  exercises,  would 
again  mainly  tax  their  brain,  we  could  have  held  these  classes  for  a 
period  of  over  40  years?  Here  practice  shows,  as  far  as  our  system  is 
concerned,  that  theory  is  at  fault.  How  often  have  scholars  of  my 
class  of  older  men,  composed  mainly  of  doctors,  teachers  and  business 
men,  at  the  close  of  a lesson  said  to  me,  “This  evening  I felt  so  over- 
worked that  it  cost  me  a great  effort  to  come  to  the  gymnasium,  but 
now  I feel  like  a new  man!”  How  could  this  be  the  case  if  our  exer- 
cises had  again  exhausted  these  brain-workers?  Allow  me  to  recall  the 
words  of  director  Lion,  who  years  ago  when  speaking  of  the  effects  of 
systematic  gymnastics  upon  him,  said:  “In  sorrowful  hours,  when 
wrath,  anxiety  and  sorrow  rose  in  bitter  billows  in  my  heart,  so  that  it 
seemed  as  if  head  and  breast  would  burst,  I have,  by  these  exercises 


14 


The  German  System  of  Physical  Education. 


dispelled  my  cares  and  found  oblivion.  Though  but  for  a few  hours, 
yet  these  were  not  to  be  bought  for  gold.” 

If  the  American  public  will  adopt  a system  of  physical  training, 
they  must  adopt  one  that  has  life.  They  must  have  one  that  answers 
for  all  needs,  be  they  those  of  the  public  schools,  colleges,  universities, 
associations  or  the  army.  They  need  a system  that  possesses  the  qual- 
ity of  conforming  to  the  needs  of  our  country.  The  system  that  an- 
swers all  these  requirements  is  the  one  we  represent. 

WM.  A.  STECHER, 

St.  Louis,  Mo. 

I append  a list  of  larger  cities  in  which  our  system  is  taught  in  the 
public  schools. 

Kansas  City,  Mo.,  Chicago,  Ills.,  Cleveland,  Ohio,  Davenport, 
Iowa,  St.  Louis,  Mo.,  Milwaukee,  Wis.,  Columbus,  O.,  Dayton,  O., 
Indianapolis,  Ind.,  Rock  Island,  Ills.,  Duluth,  Minn.,  Denver,  Colo., 
Sandusky,  O.,  Erie,  Pa.,  New  Ulm,  Minn.,  Canton,  O.,  also  at  the 
Military  Academy  at  West  Point,  New  York,  the  Naval  Academy  at 
Annapolis,  Md.,  Cook  County  Normal  School  at  Englewood,  Ills., 
Washington  University,  St.  Louis,  and  its  branches,  Smith  Academy 
and  Mary  Institute,  and  in  hundreds  of  private  schools  all  over  the 
country. 


